Day 1  

(85 minutes) 
 
“The value of a personal discovery lies in the fact that not only do we arrive at a helpful conclusion, 
but that we have experience of how the conclusion was reached. We gain acquaintance with the 
process of coming to see.” (Armstrong, John. Move Closer: An Intimate Philosophy of Art).   
 
Broad Observation Day 1 ​of 2 
 
Standard - CC.1.1.5.E: Read with accuracy and fluency to support comprehension: • Read on-level 
text with purpose and understanding. • Read on-level text orally with accuracy, appropriate rate, and 
expression on successive readings. • Use context to confirm or self-correct word recognition and 
understanding, rereading as necessary. 
 
Standard - CC.1.2.5.F:Determine the meaning of words and phrases as they are used in grade-level 
text, including interpretation of figurative language. 
 
Standard - CC.1.2.5.H: Determine how an author supports particular points in a text through reasons 
and evidence. 
 
 
SW: Be introduced to the types of questions we can generate around a particular work of art. Begin to 
understand and evaluate how art conveys meaning.   
SW: Explore how opinion essays can be structured as they learn to state an opinion in the opening 
paragraph, support the opinion in subsequent paragraphs, use transitional words to connect opinions 
and reasons, and reaffirm the opening in closing. 
 
 Guernica 
Picasso, Paris,1937 
 
 
 
TW: Ask, ​What do we mean when we say “convey”? 
 
SW: Closely look at painting quietly on smart board for one minute. What do you feel? How do you 
feel? What’s happening here? 
 
TW: Ask Thinking Questions (After I ask them I will hand copies out to put in binders): 30 minutes 
Remind students of conversation norms…”I agree because…” I disagree because…” “In addition to 
what _____ said, I think…” (30 minutes) 
 
What do you see?  
Where do you look first? 
What does this painting remind you of (real or imaginary)? 
What stands out to you?  
How do you feel? 
What sounds can you hear?  
Who or what is the subject?  
What do you think is the story behind it?  
What do you think happens before or after? 
What is happening in the foreground, midground and background? 
What ideas might the artist have been exploring?  
What might the artist be trying to convey?  
What are your reasons to support this opinion? 
In your opinion, what does this convey? 
 
 
SW: Move back to tables: Play Elaboration Game - to elicit close details - students will work in groups 
of four approx. (10 - 15 minutes) I will model it with 3 students 
 
The Elaboration Game encourages students to look deeply at a work of art. The goal is to facilitate 
careful observation and the ability to communicate effectively what is observed. After close 
observation provides a depth of information and insights, interpretation of what the student has seen 
is enhanced. Students should record observations 
 
  Elaboration Game Instructions:   
 
1. One student identifies specific aspect of the painting, describing what she sees in this 
section only.  
2. A second student elaborates on this person’s observations, adding detail, while 
remaining in that specified section.  
3. Third student adds even more detail. 
4. Fourth person repeats process. Students should only describe that they see. They 
should not interpret beyond primary source evidence. By the time four students have 
completed this process, the class should have a very detailed view of this one section of 
the painting. 
5. Repeat over different sections 
6. At this point, students will have seen details in the painting that they never would have 
expected.  
 
 
SW: Move back to carpet share observations. ​This is the type of close reading you want to do when you 
write your papers! 
Discuss how they see the painting differently than when they first looked at it.  
- How did you see this painting differently after playing the Elaboration Game? 
- Any new thoughts about the painting? 
- What might Picasso have been trying to convey to use? 
- What do you see that makes you say that? 
 
What else might we consider when looking at this painting? 
 
TW: Model how close observations of Guernica coupled with data and research can be turned into a 
well-supported opinion essay on what a piece conveys. I will show a model of my opinion writing on 
Guernica (painting as protest).  
In my model, I will highlight a strong opinion in the first paragraph 
Supportive reasons in subsequent paragraphs 
 
SW: Determine where I stated my opinion, supportive reasoning and conclusive sentence. 
 
 
TW: Ask, what did I include in my essay that we wouldn’t have known just by looking at the picture, 
You all mentioned “color” “symbols” “line”, have on anchor chart 
 
Offer Some Art Aspects to Consider: (Make an anchor chart) 
 
How might we consider/ what do I mean when I say: 
 
Emotion- Color   
Idea- metaphor 
Elements of Design- shape, line, pattern 
Narration - History - Art can tell a story of a different time, art can be history or mark history 
Point of View 
Culture 
Conflict 
 
TW: Explain that these ideas are not really observations, but rather claims or opinions which arise 
from observations. Whenever possible, all opinions should be supported. The first step would be to 
look further at the object to see if there is supporting evidence. However, sometimes the search for 
support has to extend beyond the object. Ask the class how they might further research this?   
 
IF WE HAVE TIME: 
 
SW: Return to desks and write an opinion statement of what they think the piece conveys in pairs and 
2-3 supportive reasons why (evidence from primary source image) They will use a graphic organizer. 
 
SW: Return to the carpet to briefly share what they wrote today.  
 
 
 
HW: Review Mattress Flip Essay: Highlight statement of opinion and three reasons that support this 
opinion 
 
 
 
Math: Area, Perimeter, Circumference of Circles using art of Kandinsky  
 
Standard - CC.2.2.5.A.4: Analyze patterns and relationships using two rules. 
Standard - CC.2.3.HS.A.3: Verify and apply geometric theorems as they relate to geometric figures. 
Standard - CC.2.3.HS.A.14: Apply geometric concepts to model and solve real world problems. 
 

 
 
Materials:  
Rulers 
8 by 8 paper 
Colored construction paper 
Glue  
Scissors  
Printed Worksheets  
Prep 25 8” by 8” squares 
Compasses 
Colored pencils or crayons, etc. 
 
 
SW: Know the formulas for area and circumference of a circle and use them to solve problems 
SW: Participate in a hands-on art activity to better understand the area and perimeter of a circle 
 
 
Opening: Meet perimeter style on the carpet with marker boards 
Number Talk/Review: (15) R ​ eview area, perimeter, circumference 
- What is circumference? 
- Show me the circumference 
-Review diameter - With your marker, Show me diameter 
- Assuming that the diameter is about 10 inches, what is the circumference? (Dx3) 
- How did you know? 
- What is pi? 
- Write the formula for the relationship between the area and circumference on your board 
C=PiD 
How do we find the area? A=PiRsquared 
If the diameter is 10, how do we find the area? 
 
Move to Theater Style: 
Introduce students to Kandinsky with Slides (5 minutes) 
 
SW: Create 1 of 3 styles of Kandinsky-inspired circle designs.  
SW: use deductive reasoning with their circles to determine the formula for the area and circumference 
of a circle 
SW: Apply their knowledge of area to a set of challenges to determine what happens when areas 
overlap. Example: What is the area of the part of the background square that is showing? 
SW: Choose their design (2 minutes) 
 
Have worksheets and materials prepped at desks (Wkshts, scissors, colored pencils, rulers, white and 
colored paper, compasses, square papers 
 
- Students execute their design (15-20 minutes) TIMED 
- Bring students back to attention: 
- In light pencil mark each one of your circles A,B,C,D (look up when finished) 
- Hand out worksheet 2 
 
SW: use a ruler to measure the diameter, determine area, radius and circumference using deductive 
reasoning 

 
WORKSHEET: 

NAME:___________________________
DATE:____________________________

Important formulas to remember:

π​= 3.14…
Area = ​πr​ ​²
C =​ π​d ​or​ ​π​r​²

1. Mark each of your circles with the letters A,B,C,D...

2. Using a ruler, measure the diameter of each circle
3. Then use that information to find the circumference

5. Determine the radius of each circle

6. Then determine the area of each circle

Circle Label Diameter Circumferenc Radius Area

e
7. Label each square in your design (1,2,3…)

Create your own gallery card to go with your Kandinsky-inspired artwork:

 
 
 
 
 
 
 
 
 
 
Day 9 
90 minutes 
Finishing body paragraphs, editing, writing conclusions 
*** 
Standard - CC.1.4.9-10.K: Write with an awareness of the stylistic aspects of composition. • Use 
precise language and domain-specific vocabulary to manage the complexity of the topic. • Establish 
and maintain a formal style and objective tone while attending to the norms of the discipline in which 
they are writing. 
 
Standard - CC.1.5.5.D: Report on a topic or present an opinion, sequencing ideas logically and using 
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly with 
adequate volume, appropriate pacing, and clear pronunciation. 
 
Standard - 9.2.5.H: Identify, describe and analyze the work of Pennsylvania Artists in dance, music, 
theatre and visual arts. 
Standard - CC.1.5.5.G: Demonstrate command of the conventions of standard English when speaking 
based on grade 5 level and content. 
 
 
SW:​Read 2 examples of student work on body paragraphs. They will read silently from board. Then 
I will ask, where does she ACE, and another student will read it aloud (​10 minutes​) 
 
SW:​Finishing writing body paragraphs (​ 30 minute​s) I will leave my example from Van Gogh on the 
board (because it has ACE). TW explain how we will conduct editing. TWl send students back in 
pairs. 
 
“Finished” SW:​Complete ​Self Editing w ​ orksheet. Once they have checked off all of their boxes, they 
will help their partner.  
Approach your partner, “Can I help you?” 
On the back, they will have a peer editing checklist. Students will be paired high-low. Work in order 
to check off boxes. When you notice a partner is struggling in one category, help them to complete 
category before moving on. When we come back together, give your partner one compliment/or shake 
hands 
(see editing worksheet below, printed double-sided) 
 
 SW: R​ eturn to carpet. Receive instruction on how to write a proper conclusion. (Have on slide 
behind) Give a strong example. Ask students what they notice. Send back to work independently. (10 
minutes) 
 
SW: ​Write conclusion. Self-edit. (30 minutes) 
“Finished” SW: ​Select a paragraph to read tomorrow. Notify Teacher of paragraph you will be 
sharing (So I can print) Rehearse quietly. 
 
SW: ​Reflect on today’s writing process. Share some conclusions (10 minutes) 
 
Author’s Name:___________________________ 
Check h​ ere​ when complete 
Opening:   

Author writes clear opinion statement:   

Author clearly references first reason:   

Author clearly references second reason:   

Author clearly references third reason:   

Author restates opinion in new way:   

Body Paragraph 1:   

Author Answers:   

Cites:   

Extends:   

Body Paragraph 2:   

Author Answers:   

Cites:   

Extends:   

Body Paragraph 3:   

Author Answers:   

Cites:   
 Extends:   

All ​three​reasons are ​different​and support opinion:   

Essay is free of grammatical errors (Proper nouns are   

capitalized, name of painting is in italics, punctuation is 
used properly.) 
 
 
 
 
Van gogh’s Sunflowers is not just a vase of flowers, but an emblem of the joy’s and sorrow’s of life.  
 
- Slightly different than intro (briefly) 
State it boldy, what you are basically saying 
 
- Summarize supporting evidence (most important information) 
 
End with a Simile or Question that will leave your reader thinking: 
 
 
Van Gogh’s painting,​ Sunflowers ​reminds us that surrounding all of life’s sorrows are​ joys​, if 
only we choose to look around us. If our eyes, when swimming through fields of brown and blueish 
grey can rest on golden petals, if we take a moment to stop and listen to the cheerful whispers around 
us, we will see that all things in life come full circle. Look beyond the wilted flowers and take notice of 
the blossoms emerging in the background. T ​ ell me, when it’s raining, do you ever stop to notice the 
beauty and symbolism in simple things?